Paramount Unified School District
Educational Services
Unit 3
One of a Kind
English Language Arts Curriculum Guide
Grade 3
2016-17
English Language Arts
Stage 1: Unit 3 Desired Results
Grade 3
Paramount Unified School District
Educational Services
Theme: One of a Kind
December 12 – February 21 (33 days)
Transfer Goals
1.
2.
3.
4.
Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations
Making Meaning
Essential Understandings - Student Outcomes
Essential Questions
Students will understand that…
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Students will keep considering…
The unique qualities that exist around us may influence our thoughts and ideas.
Authors develop and support main ideas with key details.
Illustrations provide additional information or support the ideas in the text.
Readers use many strategies to figure out unknown words.
Authors use devices such as transitions, organizational patterns, and strategies
to emphasize certain ideas, events, concepts, or information to build meaning.
Collaborative conversations with others help to build and clarify ideas.
Writers state their opinion and supply explanations and examples to support
each reason.
A command of English language conventions and grammar brings clarity and
sophistication to writing.
Investigating topics of interest builds knowledge.
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Why are individual qualities important?
What is the author trying to tell me?
How do authors build ideas?
How can illustrations help me understand the text?
How do I share what I know?
How do I share my opinion about a topic?
How do I make my writing better?
How do I learn more about topics that are interesting to me?
English Language Arts
Stage 1: Unit 3 Desired Results
Grade 3
Paramount Unified School District
Educational Services
Acquisition
Knowledge
Skills
Students will need to know…
Students will need to develop skill at and able to…
Making Meaning
 Textual evidence
 Main idea and detail
 Theme/moral
 Literal and nonliteral language
 Character
 Text features: illustrations
 Text structure: sequence, problem/solution, and cause and effect
Making Meaning
 Ask and answer questions and cite textual evidence to demonstrate
understanding RL.3.1, RI.3.1
 Determine the main idea and details RI.3.2
 Determine the central message, lesson or moral RL.3.2
 Use context to determine the meaning of literal and nonliteral language
RL.3.4
 Describe characters in a story RL.3.3
 Use illustrations to gain understanding of the text RL.3.7
 Describe the connection of sentences and paragraphs in a text RI.3.8
Effective Expression
 Textual evidence
 Elements of opinion writing
 Process for research and investigation
 Rules of collaborative conversations
 Paraphrasing
 Presentation of information
Effective Expression
 Cite textual evidence both orally and in writing W.3.8, SL.3.1d
 Write opinion pieces W.3.1
 Conduct research W.3.7, W.3.8
 Engage in collaborative conversations SL.3.1a-d, SL.3.2, SL.3.3
 Paraphrase information SL.3.2
 Present information SL.3.4
Language Development
 Kinds of verbs, verb tense, subject-verb agreement
 Root words
 Affixes
 Context clues
 Synonyms
 Academic vocabulary
Language Development
 Explain the function of verbs L.3.1a
 Form and use simple verb tenses L.3.1e
 Use conventions of grammar to produce coherent sentences L.3.1f
 Acquire and use vocabulary strategies to understand the meaning of a word
L.3.4a-c
 Use academic language accurately L.3.6
Foundational Skills
 Phonics/word study
 R-controlled vowels
 Contractions
 Affixes
 Syllables with final e
 Dipthongs
 Fluency strategies: expression, phrasing, accuracy
Foundational Skills
 Read with fluency to comprehend text RF.3.4
 Spell grade level appropriate words correctly L.3.2e-f
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English Language Arts
Stage 1: Unit 3 Desired Results
Grade 3
Paramount Unified School District
Educational Services
Content Knowledge
 Social Studies
 Science
Content Knowledge
 Social Studies – Obtain information and communicate:
o How producers have used resources to produce goods and services
HSS 3.5.1
o The various explorers and newcomers who settled in California
HSS 3.3.1
 Science – Obtain information and communicate:
o How organisms vary because they have different inheritances
NGSS S.LS3.B
o How solutions to a problem are limited by available materials and
resources NGSS 3-5.ETS1.A
o That different solutions need to be tested to find which solves the
problem NGSS 3-5.ETS1.C
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English Language Arts
Stage 1: Unit 3 Desired Results
Grade 3
Paramount Unified School District
Educational Services
Theme: One of a Kind
December 12 – February 21 (33 days)
Reading Standards for Foundational Skills
RF.3.4—Fluency and comprehension
Read with sufficient accuracy and fluency to support comprehension.
Reading Standards
RL.3.1—Text evidence
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answer.
R.L.3.2—Lesson/moral
Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson or moral and explain how it is conveyed through key details in the text.
RL.3.3—Problem and solution/cause and effect
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
RL.3.4—Figurative language
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
RL.3.7—Text features: illustrations
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting).
RI.3.1—Text evidence
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
RI.3.2—Main idea and key details
Determine the main idea of a text; recount the key details and explain how they support the
main idea.
RI.3.8—Text structure: sequence
Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
ELD.PI.3.7—Evaluating language choices (RL.3.3–4, 6; RI.3.2, 6, 8; SL.3.3; L.3.3–6)
Emerging—Describe the language writers or speakers use to support an opinion or present an
idea (e.g., by identifying the phrases or words in the text that provide evidence), with prompting
and substantial support.
Expanding—Describe the specific language writers or speakers use to present or support an idea
(e.g., the specific vocabulary or phrasing used to provide evidence), with prompting and
moderate support.
Bridging—Describe how well writers or speakers use specific language resources to support an
opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is
strong enough), with light support.
ELD.PI.3.6—Reading/viewing closely (RL.3.1–7, 9–10; RI.3.1–7, 9–10; SL.3.2–3; L.3.3, 4, 6)
Language Standards
L.3.1a—Combining sentences with verbs
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
L.3.1e—Past-tense/future-tense verbs
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1f—Present-tense verbs
Ensure subject-verb and pronoun-antecedent agreement.
L.3.2e-Spelling
Use conventional spelling for high-frequency and other studied words and for adding suffixes to
base words (e.g., sitting, smiled, cries, happiness).
ELD.PII.3.3—Using verbs and verb phrases (W.3.5; SL.3.6; L.3.1, 3, 6)
Emerging—Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to
enrich the meaning of sentences and add details about ideas, people, things, and the like.
Expanding—Expand noun phrases in a growing number of ways (e.g., adding
comparative/superlative adjectives to nouns) in order to enrich the meaning of sentences and
add details about ideas, people, things, and the like.
Bridging—Expand noun phrases in a variety of ways (e.g., adding comparative/ superlative
adjectives to noun phrases, simple clause embedding) in order to enrich the meaning of
sentences and add details about ideas, people, things, and the like.
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English Language Arts
Stage 1: Unit 3 Desired Results
Grade 3
Paramount Unified School District
Educational Services
L.3.2f—Spelling
Use spelling patterns and generalizations.
L.3.4a—Context clues: synonyms
Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4b—Suffixes
Determine the meaning of the new word formed when a known affix is added to a known word.
L.3.4c—Root words
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion).
L.3.6—Academic Vocabulary
Acquire and use accurately grade-appropriate conversational, general academic, and
domain specific words and phrases, including those that signal spatial and temporal
relationships (e.g., After dinner that night we went looking for them).
Writing Standards
W.3.1—Opinion
ELD.PI.3.11—Supporting opinions (W.3.1, 4, 10; SL.3.4, 6; L.3.1–3, 6)
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Emerging—Support opinions by providing good reasons and some textual evidence or relevant
W.3.7—Conduct research
background knowledge (e.g., referring to textual evidence or knowledge of content).
Conduct short research projects that build knowledge about a topic.
Expanding—Support opinions by providing good reasons and increasingly detailed textual
W.3.8—Writing about text
evidence (e.g., providing examples from the text) or relevant background knowledge about the
Recall information from experiences or gather information from print and digital sources; take
content.
brief notes on sources and sort evidence into provided categories.
Bridging—Support opinions or persuade others by providing good reasons and detailed textual
evidence (e.g., specific events or graphics from text) or relevant background knowledge about the
content.
ELD.PI.3.10—Writing (W.3.1–8, 10; L.3.1–3)
Speaking and Listening Standards
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English Language Arts
Stage 1: Unit 3 Desired Results
Grade 3
Paramount Unified School District
Educational Services
SL.3.1a-d—Engage in collaborative discussions
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing
their own clearly.
SL.3.2—Paraphrase
Determine the main ideas and supporting details of a text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3—Ask and answer questions
Ask and answer questions about information from a speaker, offering appropriate elaboration
and detail.
SL.3.4—Present
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
ELD.PI.3.3—Offering opinions (SL.3.1,6; L.3.1, 3, 6)
Emerging—Offer opinions and negotiate with others in conversations using basic learned phrases
(e.g., I think . . .), as well as open responses in order to gain and/or hold the floor.
Expanding—Offer opinions and negotiate with others in conversations using an expanded set
of learned phrases (e.g., I agree with X, and . . .), as well as open responses in order to gain and/or
hold the floor, provide counterarguments, and the like.
Bridging—Offer opinions and negotiate with others in conversations using a variety of learned
phrases (e.g., That’s a good idea, but . . .), as well as open responses in order to gain and/or hold
the floor, provide counterarguments, elaborate on an idea, and the like.
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English Language Arts
Stage 2: Unit 3 Evidence
Grade 3
Paramount Unified School District
Educational Services
Stage 2: Evidence
Assessments
Summative
“Assessment OF learning”
Summative assessments evaluate student learning and
understanding at the end of the unit of study.
End of Unit Benchmark Assessments will be sent to sites
before the assessment window. They will include the
following components:
Foundational Skills Standard
Students are given a one-minute timed fluency passage to
address the following standard:
Fluency:
 RF.3.4
Reading and Language Standards
Students will read passages and answer selected and
constructed response questions addressing the following
standards:
Key Ideas and Details:
 RL.3.1, RL.3.2, RL.3.3, RI.3.1, RI.3.2
Craft and Structure:
 RL.3.4
Integration of Knowledge and Ideas:
 RL.3.7, RI.3.8
Conventions of Standard English:
 L.3.1a,e
 L.3.2e,f
Vocabulary Acquisition and Use:
 L.3.4a-c
Writing Standard
Students will write to an on-demand prompt addressing the
following standard:
Text Types and Purposes:
 W.3.1
Research to Build and Present Knowledge:
 W.3.8
Unit investigation
Formative
“Assessment FOR learning”
Formative assessments monitor student learning and provide
ongoing feedback to improve student learning during the unit of
study.
Formative assessments address all the learning goals for the unit
of study. However, not all learning goals are formally addressed in
the summative assessment.
Teacher created tests, quizzes, and observations should be used
as evidence to address the following standards:
Foundational Skills
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RF.3.4
Reading
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Writing
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W.3.1
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W.3.7
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W.3.8
RL.3.1
RL.3.2
RL.3.3
RL.3.4
RL.3.7
RI.3.1
RI.3.2
RI.3.8
Speaking and Listening
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SL.3.1
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SL.3.2
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SL.3.3
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SL.3.4
Language
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L.3.1
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L.3.2
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L.3.4
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L.3.6
Writing
Modeled Writing (Assisted Writing): Teacher selects
writing prompt.
Prompt Writing (Unassisted Writing):
Using the
information from the source, “Strange Science”, write an
opinion paper about whether or not science experiments are
important and explain why you think so. Make sure you clearly
state your opinion and write several paragraphs supporting
your opinion with reasons and details from the source and/or
personal experience. (Genre: Opinion)
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Inquiry and Investigation
During the unit, students will participate in the
inquiry process. They will…
1. Pose a class question to research
2. Find relevant resources to support the
research which may include digital
sources
3. Study the resources and interpret the
information to answer the question
4. Report findings in a variety of ways that
may include the following:
 Class Thinking Maps
 Class poster
 Class Power Point
 Class essay
Research findings should be reported on or
before February 21, 2017.
The Unit Investigation Board should be used as
a resource center for students to interact with
relevant resources and artifacts that pertain to
the class investigation.
College and Career Readiness Anchor Standards for
Writing
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple
print and digital sources, assess the credibility
and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
English Language Arts
Stage 3: Unit 3 Learning Plan
Grades 2-5
Paramount Unified School District
Educational Services
Learning Plan
Common Core Genre Writing
The purpose of writing instruction is to help strengthen students’ writing skills so they become successful independent writers. A careful
balance between assisted writing and unassisted writing must be established to provide opportunities for students to observe good writing
and also practice writing on their own. The following writing guidelines clarify the two kinds of writing experiences.
Grades 2-5 Writing Program
Modeled Writing
(Assisted Writing)
Prompt Writing
(Unassisted Writing)
Purpose:
Provide students a strong model for writing
Provide students an opportunity to practice independent
writing
Feedback:
Conferencing at various stages (brainstorm, organize, write)
and provide feedback on writing
Conferencing using the WFBB Analytical Writing Rubric
Celebrate and display best writing in the classroom
Writing placed in a writing folder/file to reflect and show
growth over time for the teacher and student
Teacher/student selects 1 piece of writing and takes it
through the writing process to publish (quarterly)
Teacher/student uses information from WFBB analytic
rubric to reflect, guide instruction, and plan mini-lessons
At least 1-2 modeled pieces per unit of the
3-5 day model to the draft (rainbow writing)
At least 1 unassisted writing piece per unit
Teacher selected prompt
District prompt
Use:
Frequency:
Prompt type:
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Paramount Unified School District
Educational Services
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Unit 3 Learning Plan
Common Core Genre Writing
December 12 – February 21 (33 days)
Common Core Writing Standard for Opinion Writing
Opinion Writing Type
Timeline
Modeled Writing (Assisted Writing): Focused Modeled Writing
To be completed during the unit:
December 12 – February 21, 2017
 Teacher selects writing prompt
 Teacher models “I do, you do, I monitor” strategy
 3-5 day model to the draft (rainbow writing)
 Suggested prompts for informative/explanatory modeled writing
can be found:
- WFBB Setting the Stage for grade 3, pages 53-54
- WFBB Expository/Informative Teacher’s Guide page 112
Prompt Writing (Unassisted Writing): Using the information from the
To be completed during the unit:
source, “Strange Science”, write an opinion paper about whether or not December 12 – February 21, 2017
science experiments are important and explain why you think so.
(Genre: Opinion – Explain Why Rubric)
 Use district writing prompt for all students
 Unassisted writing
 Use WFBB Analytical Rubric to assess student skills
How many for the unit?
At least 1-2 within the unit
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What else should be happening in the classroom?
Conferencing with Students
Mini-Lessons
 Goal of conferencing is to help the student react to his or her own
 Goal of mini-lessons are to create a climate in which students
writing so that he or she can identify possible writing problems and
develop as writers as they are exposed repeatedly to those criteria
improve upon them.
necessary for effective writing.
 WFBB Setting the Stage, pages 317 – 319
 WFBB Setting the Stage, pages 131 – 265
Paramount Unified School District
Educational Services
English Language Arts
Stage 3: Unit 3 Unassisted Writing
Grade 3
Genre Writing
Your Assignment:
Your teacher is putting up a display board outside of your classroom. The board will show
all that your class has learned about science. You have decided to write an opinion paper
about science experiments. The paper will be read by other students, teachers, and
parents.
Using the information from the source, “Strange Science”, write an opinion paper about
whether or not science experiments are important and explain why you think so. Make sure
you clearly state your opinion and write several paragraphs supporting your opinion with
reasons and details from the source and/or personal experience.
Use your own words except when citing evidence from the source. Use Thinking Maps to help
organize your writing.
REMEMBER: A well-written opinion paper
• has a clear opinion
• is well-organized and stays on the topic
• has an introduction and conclusion
• uses transitions
• uses details or facts from the sources to support your opinion
• puts the information from the sources in your own words, except
when using direct quotations from the sources
•
gives the title or number of the source for the details or facts you included
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develops ideas clearly
uses clear language
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follows rules of writing (spelling, punctuation, and grammar usage)
Now begin work on your opinion article. Manage your time carefully so that you have time to
plan and write your opinion article.
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Source 1: Strange Science
Long ago, people thought living things could come from nonliving things. People saw
worms in the soil after a rainstorm. They thought the worms came from water and
dirt. People found rats in garbage. They thought the rats came from rotting food.
These ideas may seem laughable today. Yet they made sense to people who lived long
ago.
Some scientists did not believe ideas like these, so they did experiments. Francesco
Redi was one of these scientists. In 1668, he tested the idea that flies come from meat.
Why did people believe this? When meat was left out, worm-like creatures called
maggots appeared. Soon they turned into flies. Redi did not believe the flies came from
meat.
Flies Come from Flies
For his experiment, Redi used three jars. Redi put some meat in each one. He left one
jar uncovered. He covered the second jar with netting. He covered the third jar tightly.
Then he waited to see what happened.
Before long, flies appeared. They laid eggs on the meat in the first jar and on the
netting of the second jar, but they stayed away from the third jar. Soon Redi found lots
of maggots on the meat. He found some on the netting. The covered jar had no
maggots at all. In a few days, the maggots turned into flies.
Redi proved that flies do not come from meat. They come from eggs laid by other flies.
When the eggs turn into maggots, the meat is their food.
More to Prove
Redi’s experiment helped to change people’s minds, but only a little. He convinced
many people that insects and bigger animals come from animal parents. However,
people still thought tiny living things, such as germs, could come from nonliving things.
Two hundred years passed before another scientist put this idea to rest. His name was
Louis Pasteur. He wanted to prove that germs come from other germs, not from
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nonliving things such as food. Pasteur’s job was harder than Redi’s in a way. Redi could
see flies landing on meat to lay their eggs. Pasteur could not observe germs with his
eyes alone.
Germs Make More Germs
For his experiment, Pasteur poured soup broth into two glass bottles. Next, he boiled
the broth to kill any germs that might be in it. Then he used heat to melt and shape
the tops of the bottles. Pasteur made one top a straight, open tube. He turned and
twisted the other one into an S shape. If tiny living germs were in the air, Pasteur
thought, they could get into the bottle with the straight tube at the top. But the other
bottle’s curving tube would keep germs out.
Then Pasteur waited to see what would happen. In a few weeks, he noticed something.
The broth in the first bottle was cloudy, but the broth in the second bottle was clear. He
used a microscope to examine broth from each bottle. In the cloudy broth, he saw living
germs, but there were no germs in the clear broth. Pasteur showed that germs came from
other germs. The broth did not make the germs. The germs were living in the air. Some
formed a small settlement in the broth. It became food for them, so they made more
germs.
Learning from Redi and Pasteur
Redi and Pasteur were special. They questioned old ideas that most people believed. They
demonstrated that living things can come only from living things. They also showed us how
to plan and carry out experiments. In this way, we have learned much about our world.
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English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Teach and Model
Days 1-2
Practice and Apply
Days 3-5
Integrated ELD
Whole Group: ELA Core
Week 1 - Essential Question: What makes different animals unique?
How will integrated ELD allow students to access the new learning?
Daily integrated ELD opportunities for Emerging, Expanding, and Bridging
language levels are found in the TE under the section English Learner
Scaffolds. Integrated ELD is required for daily whole group instructions.
Designated ELD
Day
1
Whole Group: ELD Core
Source:
 Reading/Writing Workshop, Short Complex Text: Inchworm’s Tale (Folktale)
Source:
 Literature Anthology, Anchor Text: Martina the Beautiful Cockroach (Folktale)
 Literature Anthology, Compare Text: Get a Backbone! (Expository)
 Close Reading Companion
Day
2
Day
3
Day
4
Day
5
Emerging
B/EI
Expanding
I
Bridging
EA/A
Language Support, pages 278-279
 Set Purpose
 Oral Language
Shared Read, pages 280-281
 Source: Inchworm’s Tale
Language Support, pages 286-287
 Set Purpose
 Vocabulary
Close Read, pages 288-289
 Source: Inchworm’s Tale
Writing, page 293
 Write to Sources
Differentiated Text, pages 296-297
 Set Purpose
 Source: The Heron and the Hummingbird
 Respond to the Text
Writing, page 300
 Set Purpose
 Write to Two Sources
Language Support, pages 278-279
 Set Purpose
 Oral Language
Shared Read, pages 282-284
 Source: Inchworm’s Tale
Language Support, pages 286-287
 Set Purpose
 Vocabulary
Close Read, pages 290-291
 Source: Inchworm’s Tale
Writing, page 294
 Write to Sources
Differentiated Text, pages 296-297
 Set Purpose
 Source: The Heron and the Hummingbird
 Respond to the Text
Writing, page 300
 Set Purpose
 Write to Two Sources
Language Support, pages 278-279
 Set Purpose
 Oral Language
Shared Read, pages 282-284
 Source: Inchworm’s Tale
Language Support, pages 286-287
 Set Purpose
 Vocabulary
Close Read, pages 290-291
 Source: Inchworm’s Tale
Writing, page 294
 Write to Sources
Differentiated Text, pages 296-297
 Set Purpose

Source: The Heron and the Hummingbird
 Respond to the Text
Writing, page 300
 Set Purpose
 Write to Two Sources
13
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Week 1 - Essential Question: What makes different animals unique?
Approaching Level
On Level
Source:

Leveled Reader: The Ballgame
Between the Birds and the Animals
(Folktale)

Paired Read: All About Bats
(Expository)
Beyond Level
Source:

Leveled Reader: King of the Birds
(Folktale)

Paired Read: The Real Quetzal
(Expository)
EL
Source:

Leveled Reader: Sheep and Pig Set
Up Housekeeping (Folktale)

Paired Read: Sheep and Wolves
(Expository)
Source:

Short Complex Text: Inchworm’s
Tale (Folktale)

Leveled Reader: King of the Birds
(Folktale)

Paired Read: The Real Quetzal
(Expository)
Small Group
Additional small group instructional activities based on formative assessment needs
Phonics/Decoding:
 Decode words with r-controlled
vowels
 Build words with r-controlled vowels
 Practice reading words with rcontrolled vowels
 Contractions
Vocabulary:
 Review high-frequency words
 Review vocabulary words
 Answer yes/no questions
 Context clues: synonyms
Comprehension:
 Fluency
 Identify the problem
 Review character, setting, plot:
problem and solution
 Self-selected reading
Vocabulary:

Review vocabulary words

Context clues: synonyms
Comprehension:

Review character, setting, plot:
problem and solution

Self-selected reading
Vocabulary:

Review domain-specific words

Context clues: synonyms
Comprehension:

Review character, setting, plot:
problem and solution

Self-selected reading
Vocabulary:

Preteach vocabulary

Review vocabulary

Context clues: synonyms

Additional vocabulary
Writing/Spelling:

Writing trait: sentence fluency

Spell words with r-controlled
vowels
Grammar:

Action verbs
Research and
Investigation
How do I learn more about topics that are interesting to me?
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Set Research Goals
Identify Sources
Find and Record
Information
Organize and
Summarize
Complete Project
Present
14
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Teach and Model
Days 1-2
Practice and Apply
Days 3-5
Integrated ELD
Whole Group: ELA Core
Week 2 - Essential Question: How can one person change the way you think?
Source:
 Reading/Writing Workshop, Short Complex Text: Jane’s Discovery (Historical Fiction)
Source:
 Literature Anthology, Anchor Text: Finding Lincoln (Historical Fiction)
 Literature Anthology, Compare Text: A Great American Teacher (Biography)
 Close Reading Companion
How will integrated ELD allow students to access the new learning?
Daily integrated ELD opportunities for Emerging, Expanding, and Bridging
language levels are found in the TE under the section English Learner
Scaffolds. Integrated ELD is required for daily whole group instructions.
Emerging
B/EI
Designated ELD
Whole Group: ELD Core
Day
1
Day
2
Day
3
Day
4
Day
5
Language Support, pages 304-305
 Set Purpose
 Oral Language
Shared Read, pages 306-307
 Source: Jane’s Discovery
Language Support, pages 312-313
 Set Purpose
 Vocabulary
Close Read, pages 314-315
 Source: Jane’s Discovery
Writing, page 319
 Write to Sources
Differentiated Text, pages 322-323
 Set Purpose
 Source: Grace’s Letter
 Respond to the Text
Writing, page 326
 Set Purpose
 Write to Two Sources
Expanding
I
Language Support, pages 304-305
 Set Purpose
 Oral Language
Shared Read, pages 308-310
 Source: Jane’s Discovery
Language Support, pages 312-313
 Set Purpose
 Vocabulary
Close Read, pages 316-317
 Source: Jane’s Discovery
Writing, page 320
 Write to Sources
Differentiated Text, pages 322-323
 Set Purpose
 Source: Grace’s Letter
 Respond to the Text
Writing, page 326
 Set Purpose
 Write to Two Sources
15
Bridging
EA/A
Language Support, pages 304-305
 Set Purpose
 Oral Language
Shared Read, pages 308-310
 Source: Jane’s Discovery
Language Support, pages 312-313
 Set Purpose
 Vocabulary
Close Read, pages 316-317
 Source: Jane’s Discovery
Writing, page 320
 Write to Sources
Differentiated Text, pages 322-323
 Set Purpose
 Source: Grace’s Letter

Respond to the Text
Writing, page 326
 Set Purpose
 Write to Two Sources
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Week 2 - Essential Question: How can one person change the way you think?
Approaching Level
On Level
Small Group
Source:
 Leveled Reader: On the Ball
(Historical Fiction)
 Paired Read: Jackie Robinson
(Biography)
Phonics/Decoding:
 Decode words with r-controlled
vowel /är/
 Build words with r-controlled vowels
/är/, /or/
 Practice words with r-controlled
vowels /är/, /or/
 Prefixes un-, re-, preVocabulary:
 Review high-frequency words
 Review vocabulary words
 Identify related words
 Idioms
Comprehension:
 Fluency
 Text structure
 Review text structure: cause and
effect
 Self-selected reading
Beyond Level
EL
Source:
 Leveled Reader: Harry’s Great
Idea (Historical Fiction)
 Paired Read: Eleanor Roosevelt
(Biography)
Source:
Source:
 Leveled Reader: Best Friends in
 Short Complex Text: Jane’s
Business (Historical Fiction)
Discovery (Historical Fiction)
 Paired Read: Madam C. J. Walker  Leveled Reader: Harry’s Great Idea
(Biography)
(Historical Fiction)
 Paired Read: Eleanor Roosevelt
(Biography)
Additional small group instructional activities based on formative assessment needs
Vocabulary:

Review vocabulary words

Idioms
Comprehension:

Review text structure: cause and
effect

Self-selected reading
Vocabulary:

Review domain-specific words

Idioms
Comprehension:

Review text structure: cause and
effect

Self-selected reading
Vocabulary:

Preteach vocabulary

Review vocabulary

Idioms

Additional vocabulary
Writing/Spelling:

Writing trait: word choice

Spell words with r-controlled
vowels /är/, /or/
Grammar:

Present-tense verbs and subjectverb agreement
Research and
Investigation
How do I learn more about topics that are interesting to me?
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Set Research Goals
Identify Sources
Find and Record
Information
Organize and
Summarize
Complete Project
Present
16
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Teach and Model
Days 1-2
Practice and Apply
Days 3-5
Integrated ELD
Whole Group: ELA Core
Week 3 - Essential Question: What do we know about Earth and its neighbors?
Source:
 Reading/Writing Workshop, Short Complex Text: Earth and Its Neighbors (Expository)
Source:
 Literature Anthology, Anchor Text: Earth (Expository)
 Literature Anthology, Compare Text: Coyote and the Jar of Stars (Legend)
 Close Reading Companion
How will integrated ELD allow students to access the new learning?
Daily integrated ELD opportunities for Emerging, Expanding, and Bridging
language levels are found in the TE under the section English Learner
Scaffolds. Integrated ELD is required for daily whole group instructions.
Emerging
B/EI
Designated ELD
Whole Group: ELD Core
Day
1
Day
2
Day
3
Day
4
Day
5
Language Support, pages 330-331
 Set Purpose
 Oral Language
Shared Read, pages 332-333
 Source: Earth and Its Neighbors
Language Support, pages 338-339
 Set Purpose
 Vocabulary
Close Read, pages 340-341
 Source: Earth and Its Neighbors
Writing, page 345
 Write to Sources
Differentiated Text, pages 348-349
 Set Purpose
 Source: The Planet Jupiter
 Respond to the Text
Writing, page 352
 Set Purpose
 Write to Two Sources
Expanding
I
Language Support, pages 330-331
 Set Purpose
 Oral Language
Shared Read, pages 334-336
 Source: Earth and Its Neighbors
Language Support, pages 338-339
 Set Purpose
 Vocabulary
Close Read, pages 342-343
 Source: Earth and Its Neighbors
Writing, page 346
 Write to Sources
Differentiated Text, pages 348-349
 Set Purpose
 Source: The Planet Jupiter
 Respond to the Text
Writing, page 352
 Set Purpose
 Write to Two Sources
17
Bridging
EA/A
Language Support, pages 330-331
 Set Purpose
 Oral Language
Shared Read, pages 334-336
 Source: Earth and Its Neighbors
Language Support, pages 338-339
 Set Purpose
 Vocabulary
Close Read, pages 342-343
 Source: Earth and Its Neighbors
Writing, page 346
 Write to Sources
Differentiated Text, pages 348-349
 Set Purpose
 Source: The Planet Jupiter
 Respond to the Text
Writing, page 352
 Set Purpose
 Write to Two Sources
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Week 3 - Essential Question: What do we know about Earth and its neighbors?
Approaching Level
On Level
Source:
 Leveled Reader: Destination
Saturn (Expository)
 Paired Read: Why the Stars
Twinkle (Legend)
Beyond Level
Source:
 Leveled Reader: Destination
Saturn (Expository)
 Paired Read: Why the Stars
Twinkle (Legend)
EL
Source:
 Leveled Reader: Destination
Saturn (Expository)
 Paired Read: Why the Stars
Twinkle (Legend)
Source:
 Short Complex Text: Earth and Its
Neighbors (Expository)
 Leveled Reader: Destination
Saturn (Expository)
 Paired Read: Why the Stars
Twinkle (Legend)
Small Group
Additional small group instructional activities based on formative assessment needs
Phonics/Decoding:
 Decode words with r-controlled
vowel are
 Build words with r-controlled vowels
/âr/, /ir/
 Practice words with r-controlled
vowels /âr/, /ir/
 Suffixes -y and -ly
Vocabulary:
 Review high-frequency words
 Review vocabulary words
 Answer yes/no questions
 Suffixes -y and -ly
Comprehension:
 Fluency
 Identify key details
 Review main idea and key details
 Self-selected reading
Vocabulary:
Vocabulary:
Vocabulary:

Review vocabulary words

Review domain-specific words

Preteach vocabulary

Suffixes -y and -ly

Suffixes -y and -ly

Review vocabulary
Comprehension:
Comprehension:

Suffixes -y and -ly

Review main idea and key details

Review main idea and key details

Additional vocabulary

Self-selected reading

Self-selected reading
Writing/Spelling:

Writing trait: organization

Spell words with r-controlled
vowels /âr/, /ir/
Grammar:

Past-tense verbs
Research and
Investigation
How do I learn more about topics that are interesting to me?
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Set Research Goals
Identify Sources
Find and Record
Information
Organize and
Summarize
Complete Project
Present
18
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Teach and Model
Days 1-2
Practice and Apply
Days 3-5
Integrated ELD
Whole Group: ELA Core
Week 4 - Essential Question: What ideas can we get from nature?
Source:
 Reading/Writing Workshop, Short Complex Text: Bats Did It First (Expository)
Source:
 Literature Anthology, Anchor Text: Big Ideas from Nature (Folktale)
 Literature Anthology, Compare Text: Perdix Invents the Saw (Myth)
 Close Reading Companion
How will integrated ELD allow students to access the new learning?
Daily integrated ELD opportunities for Emerging, Expanding, and Bridging
language levels are found in the TE under the section English Learner
Scaffolds. Integrated ELD is required for daily whole group instructions.
Emerging
B/EI
Designated ELD
Whole Group: ELD Core
Day
1
Day
2
Day
3
Day
4
Day
5
Language Support, pages 356-357
 Set Purpose
 Oral Language
Shared Read, pages 358-359
 Source: Bats Did It First
Language Support, pages 364-365
 Set Purpose
 Vocabulary
Close Read, pages 366-367
 Source: Bats Did It First
Writing, page 371
 Write to Sources
Differentiated Text, pages 374-375
 Set Purpose
 Source: Inspired by a Bird
 Respond to the Text
Writing, page 378
 Set Purpose
 Write to Two Sources
Expanding
I
Language Support, pages 356-357
 Set Purpose
 Oral Language
Shared Read, pages 360-362
 Source: Bats Did It First
Language Support, pages 364-365
 Set Purpose
 Vocabulary
Close Read, pages 368-369
 Source: Bats Did It First
Writing, page 372
 Write to Sources
Differentiated Text, pages 374-375
 Set Purpose
 Source: Inspired by a Bird
 Respond to the Text
Writing, page 378
 Set Purpose
 Write to Two Sources
19
Bridging
EA/A
Language Support, pages 356-357
 Set Purpose
 Oral Language
Shared Read, pages 360-362
 Source: Bats Did It First
Language Support, pages 364-365
 Set Purpose
 Vocabulary
Close Read, pages 368-369
 Source: Bats Did It First
Writing, page 372
 Write to Sources
Differentiated Text, pages 374-375
 Set Purpose
 Source: Inspired by a Bird
 Respond to the Text
Writing, page 378
 Set Purpose
 Write to Two Sources
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Week 4 - Essential Question: What ideas can we get from nature?
Approaching Level
On Level
Small Group
Source:
 Leveled Reader: Inspired by
Nature (Expository)
 Paired Read: Hermes and the
Lyre (Myth)
Phonics/Decoding:
 Decode words with prefix pre Build words with prefixes pre-, dis-,
mis Practice words with prefixes pre-,
dis-, mis Final e syllables (VCe)
Vocabulary:
 Review high-frequency words
 Review vocabulary words
 Identify related words
 Root words
Comprehension:
 Fluency
 Identify key details
 Review main idea and key details
 Self-selected reading
Beyond Level
EL
Source:
 Leveled Reader: Inspired by
Nature (Expository)
 Paired Read: Hermes and the
Lyre (Myth)
Source:
 Leveled Reader: Inspired by
Nature (Expository)
 Paired Read: Hermes and the
Lyre (Myth)
Source:
 Short Complex Text: Bats Did It
First (Expository)
 Leveled Reader: Inspired by
Nature (Expository)
 Paired Read: Hermes and the
Lyre (Myth)
Additional small group instructional activities based on formative assessment needs
Vocabulary:

Review vocabulary words

Root words
Comprehension:

Review main idea and key
details

Self-selected reading
Vocabulary:

Review domain-specific words

Root words
Comprehension:

Review main idea and key
details

Self-selected reading
Vocabulary:

Preteach vocabulary

Review vocabulary

Root words

Additional vocabulary
Writing/Spelling:

Writing trait: organization

Spell words with prefixes pre-,
dis-, misGrammar:

Future-tense verbs
Research and
Investigation
How do I learn more about topics that are interesting to me?
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Set Research Goals
Identify Sources
Find and Record
Information
Organize and
Summarize
Complete Project
Present
20
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Teach and Model
Days 1-2
Practice and Apply
Days 3-5
Integrated ELD
Whole Group: ELA Core
Essential Question, Week 5: How is each event in history unique?
Source:
 Reading/Writing Workshop, Short Complex Text: The Long Road to Oregon (Expository)
Source:
 Literature Anthology, Anchor Text: Riding the Rails West! (Expository)
 Literature Anthology, Compare Text: Discovering Life Long Ago (Expository)
 Close Reading Companion
How will integrated ELD allow students to access the new learning?
Daily integrated ELD opportunities for Emerging, Expanding, and Bridging
language levels are found in the TE under the section English Learner
Scaffolds. Integrated ELD is required for daily whole group instructions.
Emerging
B/EI
Designated ELD
Whole Group: ELD Core
Day
1
Day
2
Day
3
Day
4
Day
5
Language Support, pages 382-383
 Set Purpose
 Oral Language
Shared Read, pages 384-385
 Source: The Long Road to Oregon
Language Support, pages 390-391
 Set Purpose
 Vocabulary
Close Read, pages 392-393
 Source: The Long Road to Oregon
Writing, page 397
 Write to Sources
Differentiated Text, pages 400-401
 Set Purpose
 Source: The Gold Rush
 Respond to the Text
Writing, page 404
 Set Purpose
 Write to Two Sources
Expanding
I
Language Support, pages 382-383
 Set Purpose
 Oral Language
Shared Read, pages 386-388
 Source: The Long Road to Oregon
Language Support, pages 390-391
 Set Purpose
 Vocabulary
Close Read, pages 394-395
 Source: The Long Road to Oregon
Writing, page 398
 Write to Sources
Differentiated Text, pages 400-401
 Set Purpose
 Source: The Gold Rush
 Respond to the Text
Writing, page 404
 Set Purpose
 Write to Two Sources
21
Bridging
EA/A
Language Support, pages 382-383
 Set Purpose
 Oral Language
Shared Read, pages 386-388
 Source: The Long Road to Oregon
Language Support, pages 390-391
 Set Purpose
 Vocabulary
Close Read, pages 394-395
 Source: The Long Road to Oregon
Writing, page 398
 Write to Sources
Differentiated Text, pages 400-401
 Set Purpose
 Source: The Gold Rush
 Respond to the Text
Writing, page 404
 Set Purpose
 Write to Two Sources
English Language Arts
Stage 3: Unit 3 Learning Plan
Grade 3
Paramount Unified School District
Educational Services
Big Idea: Why are individual qualities important?
Essential Question, Week 5: How is each event in history unique?
Approaching Level
On Level
Source:
 Leveled Reader: The Life of a
Homesteader (Expository)
 Paired Read: Keeping History
Alive (Expository)
Beyond Level
Source:
 Leveled Reader: The Life of a
Homesteader (Expository)
 Paired Read: Keeping History
Alive (Expository)
EL
Source:
 Leveled Reader: The Life of a
Homesteader (Expository)
 Paired Read: Keeping History
Alive (Expository)
Source:



Short Complex Text: The Long Road
to Oregon (Expository)
Leveled Reader: The Life of a
Homesteader (Expository)
Paired Read: Keeping History Alive
(Expository)
Small Group
Additional small group instructional activities based on formative assessment needs
Phonics/Decoding:
 Decode words with dipthong /oi/
 Build words with dipthongs /oi/: oi,
oy and /ou/: ou, ow
 Practice words with dipthongs /oi/:
oi, oy; /ou/: ou, ow
 Prefixes un-, non-, disVocabulary:
 Review high-frequency words
 Review vocabulary words
 Identify related words
 Suffixes -able, -ful, -less
Comprehension:
 Fluency
 Text structure
 Review text structure: sequence
 Self-selected reading
Vocabulary:
 Review vocabulary words
 Suffixes -able, -ful, -less
Comprehension:
 Review text structure: sequence
 Self-selected reading
Vocabulary:

Review domain-specific words

Suffixes -able, -ful, -less
Comprehension:

Review text structure: sequence

Self-selected reading
Vocabulary:

Preteach vocabulary

Review vocabulary

Suffixes -able, -ful, -less

Additional vocabulary
Writing/Spelling:

Writing trait: voice

Spell words with dipthongs /oi/:
oi, oy; /ou/: ou, ow
Grammar:

Combining sentences with verbs
Research and
Investigation
How do I learn more about topics that are interesting to me?
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Set Research Goals
Identify Sources
Find and Record
Information
Organize and
Summarize
Complete Project
Present
22